Rural Pipeline GPET 2014
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Five-year outcomes of rural medical workforce pipeline partnerships in rural training hubs in Queensland
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Rural Pipeline GPET 2014
- 1. Five-year outcomes of rural medical workforce pipeline partnerships in rural training hubs in Queensland Prof. Scott Kitchener, Ms. Renee Day, Prof. Simon Broadley
- 2. Rural pipeline Rural School students Rural med training Rural prevoc terms Rural Registrars Rural practitioners
- 3. Rural pipeline Rural School students Rural med training Rural prevoc terms Rural Registrars Rural practitioners Service delivery to rural communities Supervisory/teachi ng capacity
- 4. Rural pipeline at QRME Rural School students Rural med training Rural prevoc terms Rural Registrars Rural practitioners Queensland Rural Medical Longlook program QRME Rural Medicine term Rural and Regional co-operative GP/RM training School program OR = 11.9 Teaching RRR = 82% Translation rate 48% Supervisio n Advising
- 5. NOT
- 7. Figure 5.1 Employed medical practitioners: FTE rate per 100,000 population by remoteness area and main field of medicine, 2012. Source: NHWDS: medical practitioners 2012. Note: Full-time equivalent (FTE) number per 100,000 population. FTE is based on total weekly hours worked (see Box 4.1 and Glossary). 0 50 100 150 200 250 300 350 400 450 Major cities Inner regional Outer regional Remote/Very remote Australia FTE rate Remoteness area Non-clinician Other clinician Specialist-in-training Specialist Hospital non-specialist General practitioner (GP) Unmet services?
- 9. Turning the curriculum on it’s side Year 3 Medicine Stream Medicine Aged/Cancer Care Mental Health Break (Stream 1) 7 weeks 7 weeks 7 weeks 1 week Surgery Stream Surgery Women’s Health Children’s Health SWOT VAC Written (Stream 2) 7 weeks 7 weeks 7 weeks 1 week Exam Semester 1 Written Exam Break 1 week Semester 2 Written Exam Year 3 Medicine Surgery Aged/Cancer Care Women’s Health Mental Health Children’s Health Griffith University School of Medicine, Rural Program
- 10. Final year – longitudinal program Year 4 Term 1 Term 2 Term 3 Term 4 Term 5 Ex. Specialist terms Emergency medicine General Practice Elective Selective Elective Rural Longlook including Advance rural skill Griffith University School of Medicine, Rural Program, 2015
Editor's Notes
- The aim of the program is to have students consider rural practice rather than only going to Brisbane.
- The issue in rural Australia is only partly that we need more generalist practitioners. There is a need for more generalist practitioners as they are undertaking more specialist work which is consuming service delivery capacity for generalist work. This copy from: AIHW, Medical Workforce, p32.
- I mentioned that the program is essentially turning the curriculum on it’s side. Again this is not a new concept. Here I am referring to the Griffith curriculum. The students still complete their 3rd year in semesters and in 2011 will be examined at the end of each semester. During the semester though they will be working and learning in a rural hospital broadly in the functional areas of the hospital that meet the requirements of the semester. A student beginning their year in the medical ward of the hospital will also conduct rounds and primary care clinics in aged care facilities, see cancer care patients managed at the hospital, follow some of these patients on their diagnostic and management travels to major centres and join the mental health teams in their rural towns again following some of the acutely ill psychiatric cases on their referral to major centres and back to the rural hospital. During the second semester they will then progress through a similar process in surgical, women’s and children’s health, some of which they will have experienced in the first semester.
- Warwick and Stanthorpe hospitals where third years are placed. In the larger rural towns the program has invested in building Clinical Education Centres and Accommodation buildings at the clinical facilities to place students, invested in telemedical education resources, and invests in professional development and Clinical Supervisors & Medical Educators including funding their time in teaching, providing collegiate support and education resources.